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New framework to embed enterprise and entrepreneurship in higher education

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Advance HE has co-created a new framework to help embed enterprise and entrepreneurship into the higher education curriculum.

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Enterprise and entrepreneurship education has never been more important. Growing youth populations, coupled with rising youth unemployment in many countries, is putting greater emphasis on job creation and enterprising behaviour within employment. Technological developments are reshaping our workplaces and changing how businesses are operated, while the global nature of business means more young people will have jobs crossing different continents and sectors. It is therefore important we equip future generations with the skills and mindsets they need to navigate a world of work we can't yet envisage.
PREPARING LEARNERS FOR THE FUTURE
The future employability of young people will depend heavily on how teaching and learning react to these changing needs. Learners will need to be innovative, adaptive, resilient and flexible to navigate an ever evolving labour market.

In recent years there has been significant growth in enterprise education in the UK and other countries as a result of shifts in national education policies. Embedding entrepreneurship education in technical and vocational education and training (TVET) can be an important vehicle for ensuring learners are prepared for life beyond their education institutions.

Enterprising mindsets coupled with the skills gained through TVET could be the perfect recipe to support the future employability of learners. Entrepreneurship education will make young people more employable and more 'intrapreneurial' in their work within existing organisations, across the social, public and private sectors.
THE BENEFITS OF ENTREPRENEURSHIP EDUCATION
As securing and creating employment becomes a key priority for learners and governments for the foreseeable future, the growth of economies around the world will be supported by entrepreneurial thinking and enterprise from the next generation.

According to evidence from the European Commission, entrepreneurship education can positively impact on local labour markets and economies

( Entrepreneurship Education: A Guide for Educators, 2014). Investing in entrepreneurship education is one of the highest return investments in Europe, with the same research showing that students who receive enterprise education are three to six times more likely to start a business in the future.

Learners are at the core of teaching, and entrepreneurship education can equip them with an entrepreneurial mindset, which can lead to greater involvement and engagement across core studies. Learning can be more enjoyable when embedded in real-life examples and when individuals are given the opportunity to take ownership of their own success.

Through entrepreneurship activities, learners can gain key entrepreneurial skills such as critical thinking, problem-solving, communication, risk-taking and teamwork. Entrepreneurship can offer alternative pathways for young people, improving their skills, employability and life chances, while supporting wider economic and social development.
EMBEDDING ENTREPRENEURSHIP EDUCATION
Effective entrepreneurship education relies on both teachers and the culture of teaching institutions. Teachers need a broad range of competencies to successfully embed entrepreneurial education within the curriculum, and this can be supported by a school environment where risk is encouraged and where employment as an outcome of learning is a priority. Entrepreneurship teaching doesn't provide answers, but supports learners to identify the right questions. It should look to push boundaries, encourage learners to think creatively and be confident enough in their own ability to take the risks necessary to succeed. Creative environments must also support failure. Mistakes can often prove to be the greatest lessons.

The future is dependent on the next generations, and high-quality teaching that incorporates entrepreneurship will be an essential part of their success. The active minds of tomorrow are reliant on the guidance and support of the teachers today, who will open the world of possibilities up to them.

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The value of enterprise and entrepreneurship education

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How important is enterprise and entrepreneurship education in supporting the future employability of today's learners?

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t first glance, employability and entrepreneurship may appear to be two distinct fields. However, both practical and theoretical findings indicate that the two may be more interlinked than we believe.

It would be beneficial to begin this evaluation by first defining the concepts of employability and entrepreneurship, and subsequently asking the question of what do both fields constitute that inevitably places them in correlation with each other. Given the vast amount of both academic and commercial sources of information on the definitions of these two concepts, we will seek to provide academic (and practical definitions) of both these areas.

According to the Institute of Employment Studies, employability is "about having the capability to gain initial employment, maintain employment and obtain new employment if required" (Hillage, J. and Pollard, E., 1998; p.2).

Additionally, the same study by Hillage & Pollard (1998; p.3) identifies three key aspects of employability in an individual, which are:

1. Knowledge: the information that an individual possesses

2. Skillset: where they use that information

3. Attitudes: how they use that information

Entrepreneurship, according to Professor Howard Stevenson, as quoted by Iacobelli and Eisenmann (2013; p.2) is "the pursuit of opportunity beyond resources controlled". The question of whether employability and entrepreneurship have a direct link and if yes, the extent of the latter, makes the case for a look into the skills and competencies that are attributed to employability and entrepreneurship.

In a research conducted by Open University, a group of individuals and stakeholders who were directly associated with entrepreneurship were asked to provide examples of the attributes that they seek to provide their entrepreneur participants with. The study found that there was a considerable number of mutual personal skills within employability and entrepreneurship.

Examples of such skills include interpersonal and relationship building, innovation and problem-solving (Evelyn, 2021). Similar to the argument put forward by the aforementioned, another study examining the relationship between entrepreneurship and employability proposes a similar viewpoint.

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The research states that when higher education institutions enhance learner employability, they are also making the same impact with respect to personal entrepreneurial skills. Nonetheless, it must be noted that whilst, in this perspective, entrepreneurship may be seen as a "special form of employability", employability teaching is limited if the aim is promoting self-employment knowledge. In a world that is becoming increasingly centred on technology, there are now countless tools available to those seeking to pursue self-employment and/or entrepreneurship.
For instance, let's consider one example: building an online store or a website. This is a task that would be considered "complicated" in the 2000s or even early 2010s.

Additionally, building a business website would be considered to be a "corporate" matter: something that would mainly be done by a business. Currently, building a website (at least a simple one with an "okay" design) is a relatively seamless task, using Content Management Systems (CMS) such as Wix, WordPress, Webflow or Drupal.

In the above example, this development alone is arguably a factor that has increased the number of people who have either switched to self-employment on a full-time basis. Alternatively, many individuals have begun commercialising their personal skills on a part-time/second job basis, thanks to more availability of the means of accessing their target audience.

Whilst the example of CMS systems and the ease of building websites and/or online stores may seem minor, it does reflect a shift. This shift and academic research support the view that employability and entrepreneurship are far more related than we think.

Potentially is a learning & discovery platform, working with over 70 universities & colleges across the UK & Ireland. We're changing employability through our innovative technology. Check here if you'd like to find out more.

1. Hillage, J. and Pollard, E. . (1998). EMPLOYABILITY: DEVELOPING A FRAMEWORK FOR POLICY ANALYSIS. Available:https://d1wqtxts1xzle7.cloudfront.net/43539201/Employability_Developing_a_framework_for20160309-24658-1ix1nw2-with-cover-page-v2.pdf?Expires=1635173960&Signature=KjYoqJDK34jQ-AGqotF5W4tTYQCI5LbV6DiJ~y. Last accessed 25/10/2021.

2. Eisenmann, Thomas. . (2013). Entrepreneurship: A Working Definition. Available: https://hbr.org/2013/01/what-is-entrepreneurship. Last accessed 25/10/2021.

3. Evelyn, D. 2021. Https://wwwopenacuk/blogs/scilab/indexphp/2021/03/08/three-reasons-why-we-should-think-about-employability-in-entrepreneurship-education/. [Online]. [25 October 2021]. Available from: https://www.open.ac.uk/blogs/scilab/index.php/2021/03/08/three-reasons-why-we-should-think-about-employability-in-entrepreneurship-education/

4. Moreland, N. 2006, Entrepreneurship and higher education: an employability perspective, Learning and employability series, 1, Higher Education Academy, York, viewed 26 Oct 2021, <http://hca.ltsn.ac.uk/resources/detail/employability/entrepreneurship_and_higher_education>.

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Employability and entrepreneurship are more interlinked than ever, mainly as a result of the recent global technological developments.

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There are growing concerns over a slowdown in entrepreneurial activity at the world's universities.

Entrepreneurship must be encouraged and facilitated, however - and students are increasingly demanding that this is so.

Here's why this is so important, and how universities can get this vital area back on track.

Fast-growth entrepreneurial ventures are essential for prosperity and social progress. Entrepreneurs create value by seizing opportunities, assuming risks, solving problems and taking action. They take risks in creating and commercialising innovative technologies in ways that larger businesses are unable to. Sometimes these technologies open completely new markets, transforming industries. Tesla is a good example.

Small businesses can be agile early movers in adapting to new trends and responding to crises, such as the COVID-19 pandemic. They can pivot quickly to take advantage of opportunities or when their growth is slowing. Their early years of rapid growth can provide excellent returns to venture capital and the capital markets. Zoom is a good example.

But there are growing concerns of a possible steep downturn in the development of ideas which feed the early stages of new business formation. Changes in the university sector caused by the pandemic and geopolitical tensions reshaping the global economy lie at the heart of these worries.

Universities play a crucial role in underpinning innovation and entrepreneurial activities. They provide the conditions, facilities and talent that foster the emergence of breakthrough ideas. Many have systems in place to support the development of new ideas so that they have practical use. They play an important part in maintaining the deal flow that gives opportunities for venture capital investment, which in turn mobilises the growth of entrepreneurial ventures.

Leaders in the Australian venture capital sector warn that the higher education sector has been "gutted", with the pandemic causing chaos for universities that have become reliant on international student fees. The knock-on consequence is less funding for students to go on to postgraduate work where they develop ideas that could become tomorrow's next big investment opportunity.

Universities need to prepare graduates for careers they define for themselves

In the past, a university education typically prepared students for careers defined by others. More than ever in the unpredictable post-pandemic world, universities need to prepare them for careers they define themselves. Universities have to offer the curricula, facilities and incentives to create new generations of entrepreneurs, as well as the traditional pathways into the professions, established companies and into government.

This is part of the sea change that is needed to modernise universities and will play a crucial role as they help build the jobs and industries needed for economic recovery after COVID-19. When once it was a marginal activity, entrepreneurship has become a centrally important part of the university experience.

Why encourage entrepreneurship?

Student demand for entrepreneurship courses has accelerated in recent years, reflecting their disillusionment with a world created by others. Millennials want to shape their own future, and entrepreneurial skills are key to their working lives. Our experience of teaching the subject over several decades has shown a substantial increase in demand for courses on social entrepreneurship.

There are also strong pedagogical reasons for teaching entrepreneurship, as it engages students with pressing real-world problems, develops critical thinking, and broadens their life skills. Universities help fulfil their economic and social missions by promoting entrepreneurship.

Entrepreneurship programmes

Universities provide undergraduate and postgraduate students with taught and experiential entrepreneurship programmes alongside extra-curricular activities, such as entrepreneur clubs, competitions and prizes.

Entrepreneurship courses are proliferating. It is estimated that there are at least 150 programmes available to students at Stanford University, offered by a range of providers. A study has shown that Australia's 41 universities offer nearly 600 subjects related to entrepreneurship. The University of Queensland offers over 100 courses on entrepreneurial learning across its faculties.

The core curricula include courses on the theory of entrepreneurship, new venture creation, venture finance, intellectual property and negotiation skills. More recent additions include design thinking, creativity management, and Lean Startup: teaching the skills to shorten business development cycles.

The OECD and the EU have undertaken national reviews of the impact of higher education institutions in supporting entrepreneurship. Recommendations include the encouragement of an entrepreneurial mindset, problem-based learning, enhancing interdisciplinarity, and linking students with the local, regional and international economy. Organizations such as the Quality Assurance Agency in the UK offer guidance to higher education providers on enterprise and entrepreneurship education.

There are no unified standards in entrepreneurship courses, covering why, how and to whom they are taught. We think there are dangers in standardising the curricula, because it is important to tailor entrepreneurship education to local and regional contexts: a course developed for Silicon Valley start-ups may be of limited value in an agricultural region.

Entrepreneurship programmes are offered to different levels of participant, including to academic staff wishing to become or mentor entrepreneurs. Programmes target students with different backgrounds and ambitions, for example, those working on digital or medical technologies, or focusing on design. Some programmes are offered exclusively to women entrepreneurs, such as Imperial College's WEInnovate.

Universities need to ensure their intellectual property policies do not limit the ability of academics to work with entrepreneurial students in commercializing their research, if entrepreneurship programmes are to succeed at every educational level.

Courses are provided to doctoral and post-doctoral students. The MedTech Superconnector, for example, is a joint venture of six London universities established to facilitate the early stage development of innovative medical technologies, including devices and diagnostics. It provides funding, training, mentorship and access to industry partners to fast-track the translation of medical research.

Techcelerate, a three-month Imperial College programme for post-doctoral researchers, provides masterclasses and venture review sessions with the opportunity to showcase ventures to a community of investors. Participants are required to make connections and interview dozens of potential customers, competitors or users of their research to refine their ideas and deliver impact by identifying customer problems and market opportunities.

Entrepreneurship skills

Learning about entrepreneurship encourages analytical, organizational and interpersonal skills, and develops leadership and networking abilities. Students learn to identify and solve problems, work in teams, calibrate risks, and effectively communicate with others in very different domains, such as with investors. It helps them innovate, inventing and implementing solutions to problems. It moves them beyond current approaches of particular disciplinary perspectives, helping them to create imaginative new options, adopt strategic approaches, and design organisational mechanisms to experiment and transform good ideas into reality. It develops the mental agility to move from the identification of problems to the search for their answers. Fostering an entrepreneurial mindset prepares students for the uncertain and unpredictable world they will contribute to in the Great Reset.

Many students, especially in science and engineering, often seek rapid solutions, sometimes coming to answers before questions are fully understood. Entrepreneurship skills encourage their ability to play and tinker with a range of possible solutions; to sense alternatives and rapidly learn from feedback; then to make judgements based on evidence to select options for further development. Importantly, it helps to maintain optimism in the face of failure.

Facilities and incentives

There is a proliferation in the range of facilities and equipment universities offer to encourage student entrepreneurs, including accelerators, hackspaces, makerspaces, invention rooms, incubators, wet-labs and digital observatories.

Imperial College has a wide variety of support mechanisms for encouraging the development and testing of new products and services. Its Enterprise Lab coordinates a range of student programmes, projects and competitions. The College's Advanced Hackspace opened 3 years ago. At that time the Imperial community of 24,000 staff and students were producing around 1,000 prototypes a year. The maker facilities, 3D printing suite, wet-labs, training and discipline of the advanced hackspace has seen prototyping triple. The number of student-based start-ups at Imperial steadily increased from eight in 2013/2014 to 59 in 2018/2019.

The University of Queensland has an Idea Hub that attracts over 900 people to its programmes annually; iLab, which has conducted over 3,200 mentor sessions; and a Start Up Academy which assists the progress of entrepreneurial projects. Some 200 start-up companies have benefited from the iLab accelerator and incubator programmes.

As well as physical infrastructure, opportunities are offered to students for networking and mentoring. Entrepreneurs in residence are appointed, prizes are awarded and venture funds offered, all to encourage students on their entrepreneurial journey.

Many of the methods of supporting student entrepreneurship are complementary. Student projects can turn into competitions for prizes, which can lead to access to facilities, further training, and funding opportunities.

The encouragement of student entrepreneurs should become part of the fabric of the university: a key component of their missions of contributing to prosperity and social progress, especially after the trauma of 2020. Student entrepreneurs help build and leverage university's international connections, and some in future may become important philanthropic donors. Perhaps most importantly, they add significantly to the vibrancy and innovativeness that surround universities, and clearly demonstrates their social and economic contributions.

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Why universities should support more student entrepreneurs

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There are growing concerns over a slowdown in entrepreneurial activity at the world's universities. Entrepreneurship must be encouraged and facilitated, however - and students are increasingly demanding that this is so. Here's why this is so important, and how universities can get this vital area back on track.

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The world is in flux. The COVID-19 pandemic has touched every corner of the globe, profoundly impacting our economies and societies as well as our personal lives and social networks. Innovation is happening at record speed. Digital technologies have transformed the way we live and work.

At the same time, world leaders are collaborating to tackle the United Nations' Sustainable Development Goals, which aim to address issues related to health, education, gender equality, energy, and more. Private sector leaders, too, are recognizing that it makes good business sense to be aware of corporations' social and environmental impact.

So, how can we as educators prepare our students to succeed in this tumultuous and uncertain-yet hopeful and exhilarating-global environment? As the world changes, so do the skills students need to build their careers-and to build a better society. For students to acquire these evolving skills, we believe educators must help students develop an entrepreneurial mindset.

6 Ways You Can Inspire Entrepreneurial Thinking Among Your Students

An entrepreneurial mindset -attitudes and behaviors that encapsulate how entrepreneurs tend to think and act-enables one to identify and capitalize on opportunities, change course when needed, and view mistakes as an opportunity to learn and improve.

If a student decides to become an entrepreneur, an entrepreneurial mindset is essential. And for students who plan to join a company, nonprofit, or government agency, this mindset will enable them to become intrapreneurs -champions of innovation and creativity inside their organizations. It can also help in everyday life by minimizing the impact of failure and reframing setbacks as learning opportunities.

"As the world changes, so do the skills students need to build their careers-and to build a better society."

Effective entrepreneurship professors are skilled at nurturing the entrepreneurial mindset. They, of course, have the advantage of teaching a subject that naturally demands students think in this way. However, as we will explore, much of what they do in their classroom is transferable to other subject areas.

We interviewed top entrepreneurship professors at leading global institutions to understand the pedagogical approaches they use to cultivate this mindset in their students. Here, we will delve into six such approaches. As we do, think about what aspects of their techniques you can adopt to inspire entrepreneurial thinking in your own classroom.

1. Encourage Students to Chart Their Own Course Through Project-Based Learning

According to Ayman Ismail, associate professor of entrepreneurship at the American University in Cairo, students are used to pre-packaged ideas and linear thinking. "Students are often told, 'Here's X, Y, Z, now do something with it.' They are not used to exploring or thinking creatively," says Ismail.

To challenge this linear pattern, educators can instead help their students develop an entrepreneurial mindset through team-based projects that can challenge them to identify a problem or job to be done, conduct market research, and create a new product or service that addresses the issue. There is no blueprint for students to follow in developing these projects, so many will find this lack of direction confusing-in some cases even frightening. But therein lies the learning.

John Danner, who teaches entrepreneurship at Princeton University and University of California, Berkeley, finds his students similarly inhibited at the start. "My students come in trying to understand the rules of the game," he says. "I tell them the game is to be created by you."

Danner encourages students to get comfortable navigating life's maze of ambiguity and possibility and to let their personal initiative drive them forward. He tells them, "At best you have a flashlight when peering into ambiguity. You can shine light on the next few steps."

In your classroom: Send students on an unstructured journey. Dive right in by asking them to identify a challenge that will hone their problem-finding skills and encourage them to work in teams to find a solution. Do not give them a blueprint.

For example, in our M²GATE virtual exchange program, we teamed US students with peers located in four countries in the Middle East and North Africa (MENA) region. We asked them to identify a pressing social issue in MENA and then create a product or service to address it. One of the teams identified the high rate of youth unemployment in Morocco as an issue. They discovered that employers want workers with soft skills, but few schools provide such training. Their solution was a low-cost after-school program to equip students ages 8-16 with soft skills.

2. Help Students Think Broadly and Unleash Their Creativity

Professor Heidi Neck says her students at Babson College struggle with problem finding at the start of the entrepreneurial journey. "They are good at solving problems, but not as good at finding the problem to solve," she explains. "For example, they know that climate change is a problem, and they're interested in doing something about it, but they're not sure what problem within that broad area they can focus on and find a market for."

Professor Niko Slavnic, who teaches entrepreneurship at IEDC-Bled School of Management in Slovenia and the ESSCA School of Management in France, says he first invests time in teaching his students to unlearn traditional ways of thinking and unleash their creativity. He encourages students to get outside their comfort zones. One way he does this is by having them make paper airplanes and then stand on their desks and throw them. Many ask, "Should we do this? Is this allowed?" When his students start to question the rules and think about new possibilities, this indicates to Slavnic that they are primed for the type of creative exploration his course demands.

"When students start to question the rules and think about new possibilities, this indicates to Professor Niko Slavnic that they are primed for the type of creative exploration his course demands."

In your classroom: Think about the concept of "unlearning." Ask yourself if students are entering your class with rigid mindsets or attitudes based on rules and structures that you would like to change. For example, they may be coming into your classroom with the expectation that you, the instructor, have all the answers and that you will impart your wisdom to them throughout the semester. Design your course so that students spend more time than you do presenting, with you acting more as an advisor (the "guide on the side").

3. Prompt Students to Take Bold Actions

Geoff Archer, an entrepreneurship professor at Royal Roads University in Canada, says Kolb's theory of experiential learning underpins the entrepreneurial management curriculum he designed. Archer takes what he calls a "ready-fire-aim approach," common in the startup world-he throws students right into the deep end. They are tasked with creating a for-profit business from scratch and operating it for a month. At the end of the semester, they must come up with a "pitch deck"-a short presentation providing potential investors with an overview of their proposed new business-and an investor-ready business plan.

This approach can be met with resistance, especially with mature learners. "They're used to winning, and it's frustrating and more than a bit terrifying to be told to do something without being given more structure upfront," says Archer.

Professor Rita Egizii, who co-teaches with Archer, says students really struggled when instructed to get out and talk with potential customers about a product they were proposing to launch as part of their class project. "They all sat outside on the curb on their laptops. For them, it's not normal and not okay to make small experiments and fail," says Egizii.

Keep in mind that, culturally, the taboo of failure-even on a very small scale and even in the name of learning-can be ingrained in the minds of students from around the world.

The benefit of this permutation, explains Archer, is that students are writing plans based on actual experiences-in this case, customer interactions. Moving the starting blocks forward offers many benefits, including getting the students out of the classroom and out of their heads earlier, reminding them that the market's opinion of their solution is far more important than their own. This also affords students more time to reflect and maximize the potential of their minimum viable product or experiment.

In your classroom: Invite students to bring their lived experiences and workplace knowledge into their studies. This can be just as powerful as the more famous exhortation to "get out of the classroom." As Egizii sees it, "student-directed experiential learning provides a comfortable and relatable starting point from which they can then diverge their thinking."

4. Show Students What They Can Achieve

For Eric Fretz, a lecturer at the University of Michigan, the key to launching his students on a successful path is setting the bar high, while at the same time helping them understand what is realistic to achieve. "You will never know if your students can jump six feet unless you set the bar at six feet," he says.

His undergraduate students work in small teams to create a product in three months and generate sales from it. At the start of the semester, he typically sees a lot of grandiose ideas-a lot of "fluff and BS" as he calls it. Students also struggle with assessing the viability of their ideas.

To help, Fretz consults with each team extensively, filtering through ideas together until they can agree upon a feasible one that fulfills a real need. The real magic of his course is in the coaching and support he provides.

"People know when you're investing in them and giving them your attention and energy," Fretz says. He finds that coaching students in the beginning of the course helps assuage their concerns about embarking on an open-ended team project, while also supporting initiative and self-reliance.

In your classroom: Design ways to nudge your students outside their comfort zones, while also providing support. Like Fretz, you should set high expectations, but also adequately guide students.

5. Teach Students the Value of Changing Course

A key part of the entrepreneurial mindset is to be able to course-correct, learn from mistakes, and move on. Entrepreneurship professors position hurdles as learning opportunities. For example, Danner tells his students that his class is a laboratory for both aspiring and failing. He advises them to expect failure and think about how they are going to deal with it.

"A key part of the entrepreneurial mindset is to be able to course-correct, learn from mistakes, and move on."

Ismail believes letting his students fail in class is the best preparation for the real world. He let one student team pursue a project for the entire semester around a product he knew had no potential. Two days before the end of the course, he told them as such. From his perspective, their frustration was the best learning experience they could have and the best training he could offer on what they will experience in real life. This reflects a key component of the entrepreneurial mindset- the ability to view mistakes as opportunities.

In your classroom: Build into your course some opportunities for students to make mistakes. Show them how mistakes are an opportunity to learn and improve. In entrepreneurship speak, this is called a "pivot." Can you build in opportunities for students to face challenges and have to pivot in your course?

6. Communicate with Students Regularly to Establish New Ways of Thinking

Professor Neck realized that to nurture the entrepreneurial mindset in her students, she needed to provide them with opportunities to do so outside of class. She now encourages her students to establish a daily, reflective practice. She even designed a series of daily "mindset vitamins" that she sends to her students via the messaging platform WhatsApp. Students are not expected to reply to the messages, but rather to simply consume and absorb them.

Some messages relate specifically to entrepreneurship, such as: "How can you get started with nothing?" And others apply to life in general: "What has been your proudest moment in life so far? How can you create more moments like that? What did it feel like the last time you failed?"

In your classroom: Communicate with your students outside the classroom with messages that reinforce the mindset change you are seeking to achieve in your course. Social media and apps such as WhatsApp and Twitter make it easy to do so.

All Students Can Benefit from an Entrepreneurial Mindset

The COVID-19 pandemic has demonstrated that an entrepreneurial mindset is critical for addressing today's problems. Adapting to risk, spotting opportunity, taking initiative, communicating and collaborating, being flexible, and problem solving-these are ways in which we have responded to the pandemic. And they're all part of the entrepreneurial mindset. By instilling this way of thinking in our students, we will equip them to handle tomorrow's challenges-as well as to identify and take advantage of future opportunities.

Thinking about which of these entrepreneurial approaches you can adopt in your own teaching may require you to redesign portions of your courses or even create a new course from scratch. We encourage you to be open to experimenting and trying out some of these ideas. Like the best entrepreneurs, don't be afraid to fail.

Also, be open with your students. Let them know you are trying out some new things and solicit their feedback. If needed, you can always pivot your class and involve them in the exercise of co-creating something better together. In the process, you will also be modeling the entrepreneurial mindset for your students.

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How to Inspire Entrepreneurial Thinking in Your Students

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As the world changes, so do the skills students need to build their careers-and to build a better society. Educators must help all students develop an entrepreneurial mindset in order to acquire these evolving skills. Here's how.

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Educators disagree about the best ways to learn and why, and whether students should have a say in their education. Today, school administrators focus the debate on the advantages of traditional versus progressive education.

A Brief History of Traditional vs. Progressive Education

Administrators often question whether they should implement traditional versus progressive education in their schools. To provide all students with direct information and facts, teachers have implemented what is now known as the traditional method of teaching. In this educational model, educators are front and center. As gatekeepers of knowledge, they choose what to teach and how to teach it. They pass information to students that will help prepare them for life beyond school. In traditional education, schools are less concerned about students themselves and what they get out of their lessons. Rather, they focus on shaping students into moral and educated individuals who can contribute to the working world when they become adults.

Beginning in the 1880s, theorists such as John Dewey argued for a different approach to teaching, introducing progressive education. One of the most important distinctions in traditional versus progressive education is that the latter places the student in the center of the educational model. Dewey drew upon the ideas of philosophers John Locke and Jean-Jacques Rousseau when developing his theories that students learn better with hands-on and experiential learning. Progressive education focuses less on how a teacher prepares students for jobs and more on what students are passionate about and what critical thinking skills they can develop. Administrators who implement this style of education in their schools help students understand how they can be lifelong learners, constantly engaging with new ideas and solving new problems.

The Benefits and Challenges of Traditional vs. Progressive Education

Since different students learn better with different teaching methods, administrators and educational leaders must consider the unique benefits and challenges associated with traditional versus progressive education.

Benefits and Challenges of Traditional Education

One of the benefits of traditional education is that it has been around for a long time, and many educators are familiar with it. Many teachers find it easier to implement coursework and curriculum that have already been established. Another benefit is that many school systems have a traditional framework, which provides students with an easier transition from elementary school to middle school, high school, and college. It also allows administrators to oversee consistent teaching methods.

Traditional education's rigid structure allows students to grow up with a sense of organization and order. However, this benefit can also be one of its biggest disadvantages. One argument in opposition to traditional education emphasizes that traditional schools exist only to develop productive workers and eliminate individuality. Traditional education is often accused of stifling creativity, treating students as machines to be fed knowledge.

Benefits and Challenges of Progressive Education

While traditional education has served students of all ages across the United States for many years, some educators, scholars, administrators, and theorists have considered the drawbacks of traditional versus progressive education.

One of the benefits of progressive education is that teachers recognize and honor the creativity and passions of individual students. Educators do not simply teach students information and expect them to memorize it and get perfect scores on tests. Instead, they have their students engage in active hands-on learning through projects, experiments, and collaboration with peers. In this way, students can pursue topics and subjects they are passionate about.

Proponents of progressive education believe that, under this model, students are more likely to develop a love of education and become lifelong learners. Students use critical thinking skills outside the classroom as they evaluate and reevaluate their perspectives on real-world topics and issues.

Initially, progressive education was met with opposition in some quarters. John Dewey noticed that many institutions were only interested in creating obedient and subservient workers who could contribute to the economy-and the same can still be true today. Teachers and administrators who oppose these notions believe that progressive education can truly benefit students in the long run and give them a reason to love learning.

Pursue a Doctorate in Education

Teachers looking to further their careers and become school administrators should consider which educational style aligns best with their pedagogical views and practices. By furthering their own education, teachers can better understand why they would choose traditional versus progressive education.

If you are considering furthering your career in education, explore how American University's EdD in Education Policy and Leadership can help you pursue your professional goals.

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Traditional vs. Progressive Education | American University

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Explore how American University's Doctorate in Education can help you learn about traditional versus progressive education and pursue your teaching goals.

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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Entrepreneurial education - Institute for Teaching and Learning Innovation - University of Queensland

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Entrepreneurial competencies and skills are relevant and important for every student at UQ, regardless of their discipline.

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Employability, Enterprise and Entrepreneurship in Higher Education

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Embedding employability, enterprise and entrepreneurship provide the opportunities to enable graduates to make successful transitions and contributions, benefitting them, the economy and their communities.

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Santander, through Santander Universities, found that amongst the budding student entrepreneurs who have already launched a business, the average turnover is £411.67 a month - almost £5,000 a year or almost £15,000 in total over the course of a three-year degree.

Matt Hutnell, Director of Santander Universities UK, said: It's fantastic to see that so many university students are starting or looking to start their own business during their university years. From app-creation to pivoting businesses to support communities in response to the coronavirus outbreak, we are constantly impressed with the ambition and talent demonstrated by young entrepreneurs as they continue to play a vital role in the future of the UK economy.

Santander Universities Emerging Entrepreneurs Programme and Awards

Since the competition launched a decade ago, Santander Universities has awarded more than £500,000 in support of student start-ups and given universities the chance to showcase entrepreneurial talent from across the UK. Overall, Santander Universities has provided over £2.5m of funding each year to support entrepreneurship at its 85 UK university partners.

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Over a quarter of students start businesses at university | Startups Magazine

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The study - which polled 1,000 undergraduates from across the UK - found that almost one in ten (9%) entrepreneurs are already running a business alongside their studies, an increase from just 6% recorded in 2018(3) , with an additional 18% of students saying they have plans to start their o

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* Over 480,000 students currently run, or plan to run a business whilst at university.
* Almost one in five (17%) plan to turn their business into a full-time career when they graduate.
* Despite being a riskier prospect than usual, a third (33%) of students still want to start their own business post pandemic.
* Santander, through Santander Universities, launched its 2020 Santander Universities Emerging Entrepreneurs programme in celebration of 10 years of supporting student entrepreneurship.

New research from Santander UK reveals that over a quarter of students (27%)(1) currently run or plan to run a business whilst at university.

The study(2) - which polled 1,000 undergraduates from across the UK - found that almost one in ten (9%) entrepreneurs are already running a business alongside their studies, an increase from just 6% recorded in 2018(3) , with an additional 18% of students saying they have plans to start their own business venture in the near future.

Santander, through Santander Universities, found that amongst the budding student entrepreneurs who have already launched a business, the average turnover is £411.67 a month - almost £5,000 a year or almost £15,000 in total over the course of a three-year degree.

Student entrepreneurs are also striving for significant growth, with those running their own businesses expecting average turnover to have grown by 42% in five years' time.

Arts and crafts (25%) and technology-based solutions (16%) are the most common type of student venture as many expanded on a hobby they already had. These are followed by administration or business services (10%), clothing and textiles (8%) and tutoring and teaching (8%).

Matt Hutnell, Director of Santander Universities UK, said: "It's fantastic to see that so many university students are starting or looking to start their own business during their university years. From app-creation to pivoting businesses to support communities in response to the coronavirus outbreak, we are constantly impressed with the ambition and talent demonstrated by young entrepreneurs as they continue to play a vital role in the future of the UK economy.

"Starting off in the world of work can be a daunting experience for graduates, but even more so in the current environment, so it's great to see students are looking at ways to best make it work for them."

Santander's research also reveals that a key influence or motivation for students to run their own businesses was a desire to pursue a hobby or personal interest (33%). Family (34%) and friends (21%) also influenced or motivated students to become entrepreneurs while just 16% said they had set up their own business due to a lack of money and one in ten (10%) to be their own boss.

However, despite the growing number of student entrepreneurs, almost two thirds (64%) didn't think there was enough support for undergraduates looking to start a new venture, with more than a third turning to their parents for help (35%). Of those looking to start a business in the future, over a quarter (28%) would turn to their university or college for start-up advice in order to get their business up and running and a fifth (22%) would get support from a bank or financial adviser.

Despite being able to turn to others for some support, Santander found that the biggest barrier to starting a business was a lack of funds to set it up, with over three-quarters (76%) of students citing this as a reason. Almost half (45%) said the biggest barrier were concerns around having no regular income, while four in ten (40%) pointed to the large risk involved and the fear of the consequences of the business failing.
Post-graduation entrepreneurship
The study found that when asked about the future of their businesses post-university, almost a fifth - 17% - expect to continue with it as a full-time career once they leave university. Almost half - 48% - said they plan to continue the business as a second job or hobby post-graduation. Just 6% said they expect the business to cease trading.
Future careers
The research also found that in the wake of the Covid-19 pandemic, more than four in ten (43%) university students are rethinking their careers, as over three quarters of students - 78% - fear Covid-19 will impact their job opportunities once they graduate.

The study suggests this may have had a knock-on effect on the view of their career prospects, with over half of students - 55% - admitting they have a 'plan B' in case their top career choice does not work out, with six in ten - 60% - looking to work in roles which have a clear sense of purpose and means they can "make a difference."

Despite the events of 2020, there is some optimism, with a quarter (24%) of undergraduates saying they are not worried about the impact it will have on their life and almost one in ten (8%) still optimistic about the future.

There are also signs of hope for the future pipeline of budding entrepreneurs, with the research highlighting that while many students agree it might be a riskier prospect than usual, a third (33%) still want to start their own business post pandemic, while another one in ten (11%) will look to start their own business post the Covid-19 pandemic, believing it to be no more of a risk than before.
Santander Universities Emerging Entrepreneurs Programme and Awards
The research was commissioned by Santander Universities to support the new Santander Universities Emerging Entrepreneurs 2020 programme. The new virtual programme of panel discussions and workshops, coaching and peer-to-peer learning, which runs until the end of September, has been designed to provide support, expertise, and resources to 83 budding university entrepreneurs who are looking to grow or scale their business. The programme also focuses on responding to key challenges and goals for start-ups during the current coronavirus crisis.

Now in its tenth year, the Santander Universities Entrepreneurship Awards support and encourage university students and recent graduates to pursue their business ideas by rewarding the best with cash prizes, mentoring and start-up support. All participants in the Emerging Entrepreneurs programme will have a chance of winning £30,000 of equity-free seed funding and a fully funded eight-week internship at the live virtual final of the pitching competition on 29 September.

Matt Hutnell, Director of Santander Universities UK, added: "Santander is committed to fostering entrepreneurship in the UK and we're excited about this year's crop of budding business stars taking part in the Emerging Entrepreneurs programme."

Since the competition launched a decade ago, Santander Universities has awarded more than £500,000 in support of student start-ups and given universities the chance to showcase entrepreneurial talent from across the UK. Overall, Santander Universities has provided over £2.5m of funding each year to support entrepreneurship at its 85 UK university partners.

- Ends -
Notes to Editors
1) According to the latest HESA Data, there are 1.8million undergraduate students in the UK. The research shows 27% of students have already started a business or are planning to do so - a figure of 486,000.
2) Research is drawn from a survey conducted by OnePoll between 5th and 10th August 2020. The base size was 1,000 UK undergraduate students, and was weighted to be nationally representative.
3) Research conducted by YouthSight, 1st - 11th January 2018 amongst a UK representative sample of 2,030 full time undergraduate students.

Santander Universities
Banco Santander is firmly committed to progress and inclusive, sustainable growth, with a long-standing dedication to higher education that sets it apart from the world's other financial institutions. With over EUR 1,800 million invested in academic initiatives since 2002 through Santander Universities and over 430,000 university scholarships and grants awarded since 2005, it has been recognized as the company that invests most in education in the world (Varkey/Fortune 500 Report), with 1,000 agreements in place with universities and institutions in 22 countries, of which over 80 are in the UK. Through these agreements Santander promotes education, entrepreneurship and employability. For further information please visit:
www.santander.co.uk/universities

Santander UK is a financial services provider in the UK that offers a wide range of personal and commercial financial products and services. At 30 June 2020, the bank had around 23,000 employees and serves around 14 million active customers, via a nationwide branch network, telephone, mobile and online banking. Santander UK is subject to the full supervision of the Financial Conduct Authority (FCA) and the Prudential Regulation Authority (PRA) in the UK. Santander UK plc customers' eligible deposits are protected by the Financial Services Compensation Scheme (FSCS) in the UK.

Banco Santander (SAN SM, STD US, BNC LN) is a leading retail and commercial bank, founded in 1857 and headquartered in Spain. It has a meaningful presence in 10 core markets in Europe and the Americas, and is one of the largest banks in the world by market capitalization. Its purpose is to help people and businesses prosper in a simple, personal and fair way. Santander is building a more responsible bank and has made a number of commitments to support this objective, including raising over €120 billion in green financing between 2019 and 2025, as well as financially empowering more than 10 million people over the same period. At the end of the first half of 2020, Banco Santander had more than a trillion euros in total funds, 146 million customers, of which 21.5 million are loyal and 40 million are digital, 11,800 branches and 194,000 employees.

Media Enquiries
Leonora Burtenshaw T: 0207756 4543 M:07701004107 E: leonora.burtenshaw@santander.co.uk
Miranda Seymour T: 020 7756 4189 M: 07860 857999 E: miranda.seymour@santander.co.uk

Follow @santanderuknews on Twitter

The Santander press office operates from 8.00am to 6.00pm. Outside of these hours please call 0800 5877708.

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Over a quarter of students starting businesses at university and a third underterred by the prospect of launching a business post pandemic

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Over 480,000 students currently run, or plan to run a business whilst at university.* Almost one in five (17%) plan to turn their business into a full-time career when they graduate.* Despite being a riskier prospect than usual, a third (33%) of students still want to start their own business post pandemic.* Santander, through Santander Universities, launched its 2020 Santander Universities Emerging Entrepreneurs programme in celebration of 10 years of supporting student entrepreneurship.

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Royal College of Art

250 graduate start-ups registered in 2017/18

2,155 students enrolled in 2017/18

Royal College of Art's incubator InnovationRCA was nationally recognised for its success in forming new businesses this year, with an award from the UKBAA Angel Investment Awards. RCA was also voted the world's best Art & Design university for the fifth year running in the Quacquarelli Symonds (QS) rankings, boosting its credibility as the post-grad destination for budding creatives.

University of the Arts, London

240 graduate start-ups registered in 2017/18

18,970 students enrolled in 2017/18

Uniting seven of London's most notable arts colleges under one banner, UAL's distinguished alumni and cultural renown have made it one of the most attractive places for creative study. UAL offers a variety of short courses to help students establish the basics of business, including the ability to reflect on which of their skills serves the biggest needs and how to spot opportunities.

229 graduate start-ups registered in 2017/18

17,630 students enrolled in 2017/18

According to HESA data, approximately one in ten of England's graduate start-ups was set up by former students of Kingston University in 2015. The Guardian league tables also saw Kingston named as the best place to study design in the UK. The university's enterprise scheme offers workshops and events, a dedicated workspace and regular Hackathons.

The University of Central Lancashire

201 graduate start-ups registered in 2017/18

23,000 students enrolled in 2017/18

UClan has links with several North West enterprise schemes to help graduates get their business off the ground. The Preston-based university focuses on mastering the digital sphere, business training and green business initiatives. UClan is recognised here as the highest business booster outside London, and one of the youngest universities to break the QS rankings.

Falmouth University

197 graduate start-ups registered in 2017/18

6,000 students enrolled in 2017/18

Originally a fine arts school, Falmouth University has seen specialist courses for app and games development attracting worldwide attention. The university's Launchpad project is a one-year course whose recipients receive a stipend to pursue their tech start-up while also studying for an MA in Entrepreneurship.

Between them, these top five ranking universities have been instrumental in the creation of more than 1,100 new business in 2017/18 alone.

Rounding out the top ten:

Only one of the top five universities listed has a single social enterprise listed among its ranks - here, Manchester Metropolitan University and the University of Bedfordshire contribute another 7 to the top 10.

Interestingly, only 3 of the top 10 are based in the North of England. But with links to the North West's burgeoning business scene, UClan and Man Met are well-placed to take advantage of the UK's unofficial Second City's growth. While some students are lucky enough to receive funding to reach their goals, for example at Falmouth, others need to juggle their studies with running a business on the side - with mixed results.

The personal cost of student business

Figures shared with us by Save The Student shed light on the personal costs of running a business while studying. The Student Money Survey in 2018 identified 4% of respondents were running their own business while at university. From these students' responses, we can get a good look at just how they manage their time with both their studies and a fledgling business to think about.

Our student-preneurs earn £253 a month on average from their businesses. But with monthly costs like rent ( £412) and groceries ( £93) to think about, the sums don't add up.

To try and mitigate their monthly spend, our business-focused undergrads get an average of £164 per month from their parents. But 36% of respondents don't think this is enough to get by on. For many students the money situation can be disheartening:

90% keep track of their spending

80% worry about having enough money to live on

55% say their mental health suffers because of money worries

33% say their studies suffer

Although these results are reflected quite closely in the overall Student Money Survey, it's worth noting that a smaller portion of student-preneurs feel their studies are suffering as a result of their financial situation than the overall scores (35%).

There are some trade-offs for our fearless student businessmen and women, however; the overall spend on going out and socialising is £49 per month. For the 4% who run a business while at university it's much lower at £36 a month. Spend on Health & Wellbeing (£13 vs £15) and Course Materials (£13 vs £15) are also lower for students who run a business than those who don't.

In order to feel more financially comfortable, the 4% of students who run a business at university are making sacrifices in their lifestyle and even their mental health. But with growing support from university incubators and an increasing priority in supporting students with mental health issues, help is more visible for those who feel they need it.

The powerful impact of universities' incubators and accelerators, plus increasing support for students and graduates looking to start their own business, can only be a positive prospect for the UK landscape. With the number of active companies on the rise throughout our study, and turnover gradually increasing with a sharp rise last year, we're excited to see what the future holds for UK graduate companies when the support system solidifies even further.

With universities putting more into their graduate support schemes than ever before, it's no surprise to us that big companies are spotting the potential for world-beating products and services arriving fresh off the campus. A survey by Enterprise Educators UK reveals that studying entrepreneurship as part of their day-to-day routines made students more business-minded. 53% of respondents said it had a very positive impact. A further 13% of respondents say they took an accredited entrepreneurship at university because they were in the process of setting up their own business at the time!
Pareto have been at the forefront of entrepreneurial Graduate talent for nearly 25 years, having placed over 27,000 salespeople into roles with huge ROI. To find out how a Graduate can transform your sales team today, call us on 0330 057 9138or click the button below. Hire the Best Sales Talent Today
To encourage the next generation of graduates to start and grow their own businesses, Pareto is offering one lucky UK student £10,000 worth of sales training.

By sending us a video of themselves delivering a short video pitch, we'll help the lucky winner to grow their business potential exponentially. To enter the competition, head over to our competition page here.

To hear from some of our most successful alumni, watch our Grad to Greats from 2018.

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As this year's freshers settle down in their new digs ready for several years of study, a new wave of graduates is boosting future prospects by starting their own businesses. Over the past five years, the number of new companies being started by g...

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Experiential Learning | Center for Teaching & Learning

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Throughout the experiential learning process, the learner is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being creative, and constructing meaning, and is challenged to take initiative, make decisions and be accountable for results.

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Constructivist Learning Theory - Educational Technology

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The constructivist theory is based around the idea that learners are active participants in their learning journey; knowledge is constructed based on

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The term "project-based learning" (PBL) is more than just a buzzword. This phenomenon represents a significant shift in educational methodology that is fundamentally reshaping our approach to the processes of teaching and learning. PBL moves students from being passive recipients of knowledge to engaged participants who actively analyse and evaluate information. The approach encourages critical thinking skills by bridging the gap between the theories taught in academia and their practical application in real-world scenarios. This helps students actively engage with the subject matter, ultimately resulting in a deeper and more thorough comprehension of the subject.

What is PBL?

The increasing interconnectedness of the world has led to a growing need for people who can think creatively and generate innovative solutions to complex challenges. Conventional methods of education are no longer seen as adequate in equipping students with the requisite degree of proficiency. PBL, however, integrates theory and practice, believing that students will gain deeper knowledge through exploring real-world challenges and problems - and designing hands-on solutions to those problems.

PBL provides students with a safe environment in which they can engage in experimentation, experience setbacks, acquire knowledge and achieve success. Students develop a proactive approach to learning, equipping themselves to effectively address challenges and opportunities in an uncertain environment. PBL cultivates critical thinking skills, effective collaboration abilities, innovative approaches to problem-solving and a deep enthusiasm for learning. The availability of numerous resources, groups and digital technology facilitates the transition to PBL. These resources help lecturers in effectively managing PBL activities.

Implementation of PBL

Initiating PBL may appear daunting, yet the numerous advantages derived from the approach justify the challenges encountered. Let's examine the essential procedures that must be undertaken to effectively integrate PBL within an educational setting.

1. Defining the project: creating the learning blueprint

The establishment of a robust project framework is crucial for the effective execution of PBL. Students should be furnished with a clear and understandable guide to adhere to, in the form of a blueprint, which encompasses the educational objectives, schedule of tasks, anticipated results and criteria for assessment.

Advice that can be implemented:

Ensure that the objectives of the project align with the educational goals of the course and any applicable real-world contexts.

Handle expectations - it is vital to precisely establish the project's schedule, significant points of progress and final outcomes.

Develop assessment criteria that encompass both the final outcome and the procedural aspects (the process) in order to foster an environment that facilitates comprehensive learning.

2. Facilitating collaborative efforts and group work

PBL is a collaborative educational approach that fosters diverse abilities, perspectives and ideas among students to address complex problems. It exemplifies the dynamics of cooperation required in real-world scenarios, underscoring the need for students to cultivate skills in this area.

Advice that can be implemented:

In order to foster a sense of ownership and accountability, it is advisable to allocate duties that align with the unique talents of each student.

Cultivate a team atmosphere that promotes open communication and inclusive decision-making protocols.

Foster a culture that promotes mutual respect among individuals, valuing diverse perspectives and embracing constructive criticism as an integral part of the discourse.

3. Establishing a connection between theory and practice.

The unique power of PBL lies in its ability to integrate classroom theories with practical applications. This crucial linkage enhances the educational process by adding greater levels of engagement, pertinence and practicality in relation to real-life scenarios.

Advice that can be implemented:

Ensure that the subjects of the projects align with the content addressed in the course and foster the utilisation of students' theoretical understanding.

Foster student engagement in reflective practices by offering them opportunities to establish links between their project experiences and their academic learning.

4. Promoting self-awareness and fostering critical thinking via feedback.

PBL is characterised by its reliance on the consistent provision of feedback and opportunities for reflection. This pedagogical approach encourages students to acquire knowledge through personal experiences, critically assess their own performance and engage in continual development.

Advice that can be implemented:

It is advisable to incorporate periodic feedback loops throughout the duration of the project, affording students the chance to engage in reflection and iteration.

One potential approach to enhance the learning experience and gain a deeper understanding of the project's objectives is to integrate mechanisms for peer feedback.

5. Incorporating technology

The emergence of digital tech has introduced novel opportunities for the progression of PBL when said tech is incorporated into the experience. Students exhibit a higher level of preparedness for a future characterised by technological dominance. The integration of technology into educational settings promotes the development of digital literacy, nurtures creativity and stimulates innovation.

Practical advice that can be implemented:

Utilise online collaboration tools for the purpose of project management and conducting research.

To enhance the quality of project outputs, it is recommended to motivate students to utilise visualisation tools and software.

Conclusion: embracing the future with PBL

PBL is a promising approach for embracing the future. It places significant focus on the development of critical thinking skills, problem-solving abilities, collaborative work and fostering creativity, all of which enhance the acquisition of knowledge. Furthermore, it caters to all learning modalities, enabling all students to excel and demonstrate their understanding. PBL is a very beneficial approach that offers rewards to educators and learners alike. Facilitating students' PBL endeavours and witnessing their acquisition of ideas, abilities and self-assurance is an immensely gratifying aspect of teaching.
Ibham Veza and Mohd Syaifuddin Mohd are lecturers in the department of mechanical engineering at Universiti Teknologi Petronas, Malaysia. If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

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Implementing project-based learning: a practical guide

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Ibham Veza and Mohd Syaifuddin Mohd provide practical guidance and methodologies for introducing project-based learning and outline its potential impact on students

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Project-based learning is a student-centred methodology that engages students in developing critical thinking through undertaking authentic, meaningful projects.

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The Chartered Management Institute (CMI) recently undertook research with students, employers and universities to find out more about employability skills for the current world of work. Employability skills are those core behaviours and skills that make a real difference when you're applying for and progressing in a job. Over and above the technical requirements of the role, these are the attributes that employers want to see.

More on these in a minute.

What else will you need to succeed?

CMI's latest thought leadership report, Work-ready Graduates: Building Employability Skills for a Hybrid World, highlights the importance of employers and educational institutions connecting to equip students with the employability skills required for the world of work:

According to the research, nearly 80% of employers believe that current graduates do not arrive fully equipped with the skills they need to be work-ready.

The report also finds that employers are increasingly looking for skills that support working in a hybrid environment.

Okay, back to the skills you'll need

It's a weird job market right now. There are lots of opportunities out there, but many graduates find themselves doing jobs that are medium or low-skilled.

This is where employability skills come in. These are the behaviours and skills that make you more likely to gain high-skilled employment and be successful there. So if you want to increase your chances of success in work, we recommend that you focus on developing these skills - and be sure to tell your future or current employer that you've got capabilities in the following areas:

Team-working

Critical thinking and problem-solving

Communication

Self-management

Flexibility and adaptability

Initiative and self-direction

Digital skills

Resilience

Emotional intelligence

Innovation and creativity

Entrepreneurial skills.

Of these, the top three skills that employers say are critical to employability, and where students most need training, are: team-working (58% of employers said this); critical thinking and problem-solving (54%); and communication (52%). So bear these in mind when you're doing any personal development - and, again, let interviewers know about any experiences that have helped you develop these skills. That time when you got past a road bump in a project - that's how you built problem-solving skills. That college task that you achieved as a group - that's evidence of team-working. Don't be shy about highlighting them!

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The skills that employers want in the modern workplace - CMI

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Focus on these employability skills during your studies - and talk about them in interviews - to land yourself a great job with prospects

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Don&#x27;t get left on the shelf ... brush up on your collaboration, communication and problem-solving skills Image: REUTERS/Eric Gaillard

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Ten 21st-century Skills Every Student Needs

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Skills required in the 21st-century for students are quite different from the past. Check out 10 skills that a student should have in the 21st-century.

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Are some graduates going on to do non-graduate jobs? Evidence we've collected from interviews with universities careers services shows many have in fact seen an improvement in graduate employment.

These case studies outline approaches universities have used towards graduate employment, including student preparation and employer engagement.

How are universities improving graduate employment?

We interviewed eight university careers service teams in universities that have seen a significant improvement in graduate employment: either in the proportion of graduates entering high skilled jobs going up, or in graduate unemployment rates going down according to Graduate Outcomes data.

Whole university approach

The importance of work experience

The value of confidence in graduates

York St John provides tailored opportunities for graduates that would find the transition to professional graduate outcomes difficult due to their individual circumstances.

Ruby Weldon worked for Independent Life, a regional media and hospitality company, during her internship.

We've highlighted initiatives each university has taken to improve graduate employment. Read the case studies in full.

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Universities improving graduate employment: case studies

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Are some graduates going on to do non-graduate jobs? Evidence we've collected from interviews with universities careers services shows many have in fact seen an improvement in graduate employment.

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To study the impact of perceived creativity disposition on entrepreneurial attitude and intentions, based on the theory of planned behavior, a model of the relationship between perceived creativity disposition and entrepreneurial intentions and attitude was constructed, relevant hypotheses were proposed, and the moderation mechanism of perception of university support on perceived creativity disposition and entrepreneurial intentions was also developed and analyzed. The study population included university business students in Pakistan. A sample of 330 students was selected from eight universities in Lahore and Islamabad, Pakistan. A random stratified sampling technique was executed. For this study, a cross-sectional and quantitative research design was used based on the survey process. The two-part questionnaire was used for data collection. Smart-PLS software version 3.2.7 was used to assess the hypothesis of this study. It was found that perceived creativity disposition and attitude toward entrepreneurship has a positive influence on entrepreneurial intention. It was also discovered that the perception of university support moderates the relationship between perceived creativity disposition and entrepreneurial intention. In this study, the moderation effect of perception of university support on the relationship between perceived creativity disposition and entrepreneurial intention was acknowledged. As a policy implication, the government should ensure students with an innovative entrepreneurial environment and well-built perception of university support are supported through different channels. Finally, a conceptual model was proposed based on adopting the theory of planned behavior, and the study ends with a conclusion and implications for future research.

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The lack of work experience due to the pandemic has left students feeling unprepared for employment - many are looking to boost their skills on leaving education or change careers, reports Prospects at Jisc

Prospects, part of Jisc, surveyed more than 7,000 students and graduates for its Early Careers Survey 2021 to find out how the pandemic is impacting their career decisions and experiences.

When asked about how prepared they were for getting a job or apprenticeship, nearly half (45%) of university students said they felt unprepared - more so than college/sixth form students (36%).

The majority (96%) of respondents said they faced barriers when looking for jobs or apprenticeships. University students said that having the required work experience was their biggest barrier, followed by a lack of opportunities to apply for and having the necessary skills.

Prospects' recent internship report showed that just 17% of students had undertaken work experience in the last year. Similarly, the Institute of Student Employers (ISE) reported that employers recruited 29% fewer interns and 25% fewer placement students.

Students are keen to develop their skills further when they leave education. When looking for jobs or apprenticeships, students said they valued training and development above anything else, including salary.

The pandemic has also left students feeling uncertain about what to do after education. More than a third (38%) of university students said they were uncertain about their plans - more so than college students (28%). For university students, the cancelling or postponement of plans due to restrictions on travel featured heavily. They described a swathe of study abroad opportunities, offers of internships and teaching jobs abroad that had all been withdrawn.

Young people are taking steps to change their career plans to reflect the changing context. Nearly half (45%) of graduates who had found employment since graduating in 2020 said they had changed their career plans since the start of the pandemic, along with 36% of university finalists.

Many respondents said they had been inspired by people who were actively involved in supporting the pandemic response and were looking at moves into healthcare or teaching. Others said they wanted to escape industries that were struggling, such as travel and hospitality, and careers where they no longer saw a bright future. Of those who knew which industry they would like to work in, the top choice for college and university graduates was healthcare.

Following graduating from a Bachelors degree at University of the Arts London, Mickayla was unable to gain the relevant work experience to progress her career and is now studying a level 4 diploma at the Fashion Retail Academy.

She explained, 'I was offered a job at the National Theatre as a trainee tailor in the costume department in March 2020 just before the pandemic, but was unable to begin working because of the pandemic. As I need more work experience in tailoring to progress and get a job, I have had to turn away from that career path in light of the impracticality of work shadowing. I therefore decided to study garment technology from September 2020, as I couldn't get work in any field during the pandemic. Generally, garment technology work has been stable in spite of the pandemic, so I hope to gain employment in this area after my course finishes.'

Jayne Rowley, executive director for Jisc student services, said, 'The lack of work experience has left students feeling unprepared and uncertain about their careers. However, there are lots of things that students will have been doing to develop such as helping out neighbours and studying remotely. Resilience, communication and flexibility are all skills that the pandemic has brought out and that employers value. We need to help young people identify what they have been doing in a way that will boost their confidence and enable them to progress their careers. We urge students to visit university careers services for professional guidance.

'Employers shouldn't expect to see the classic things like work experience on CVs this year. Their expectations need to reflect the actual experiences of students during the pandemic. This is the Zoom generation and they're gearing up for a digital workplace.'

Prospects is expanding its Future You programme in 2021 with more events, content, videos, webinars and podcasts as well as more virtual opportunities to bring students and graduates together with employers and careers advisers.

Download the Prospects Early Careers Survey 2021. Careers advice as well as the Job Match online career planning tool can be found at Prospects.ac.uk.

Media enquiries

Clare Tregaskis, Prospects and Jisc Student Services, clare.tregaskis@jisc.ac.uk, 07792 429227

Prospects Early Careers Survey 2021

Users of Prospects.ac.uk were surveyed between 12 January and 26 February 2021 to find out about their career plans. The analysis in the report is based on responses from 7,189 people, including 2,217 university students and 1,059 college/sixth form students.

About Prospects

Prospects has worked at the heart of higher education for nearly 50 years. Part of Jisc Student Services, the directorate collaborates with government, universities and employers to improve student and graduate career outcomes through information, guidance and opportunities. It includes Prospects.ac.uk, which is visited by 2.1 million students and graduates each month, Prospects Luminate and the UK's official postgraduate course database. Jisc Student Services also manages Prospects Hedd degree verification and fraud services.

About Jisc

Jisc's vision is for the UK to be a world leader in technology for education and research. It owns and operates the super-fast national research and education network, Janet, with built-in cyber security protection.  Jisc also provides technology solutions for members (colleges, universities and research centres) and customers (public sector bodies), helps members save time and money by negotiating sector-wide deals and provides advice and practical assistance on digital technology. Jisc is funded by the UK higher and further education and research funding bodies and member institutions.

For more information, contact kate.edser@jisc.ac.uk, or 07918 562869. Alternatively, use media@jisc.ac.uk or 07443 983571.

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Nearly half of university students unprepared for employment | Prospects.ac.uk

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Discover what the Prospects survey found about how students feel unprepared for work following the COVID-19 pandemic.